This guide supports the development of an equalities policy. It ensures that learner participation is central to the process. This aligns with the United Nations Convention on the Rights of the Child (UNCRC).

The roadmap outlines the different stages of developing policy. It includes case studies, resources and links to support the process. The roadmap is circular to capture the cyclical and ongoing nature of equalities work, policy review and development.

Policies and interventions should be reviewed and evaluated regularly to shape future actions.

Why equalities policy is important

Learners from Cawdor Primary and Knightsridge Primary were asked why they felt equalities work was important. In this short animation they discuss the importance of equalities work.

What equality is

With equalities work, it is necessary to be intersectional in definition and approach. Stating that all learners already have access to the same equal opportunities is not enough. While all learners can access these opportunities, We must recognise the social constructs and structural barriers that prevent some learners from doing so accessing those “equal opportunities,”. This has been highlighted in Scotland’s National Discussion.

Intersectionality is “a lens through which you can see where power comes and collides, where it interlocks and intersects.” (Kimberlé Crenshaw on Intersectionality, 2017).

For example, many girls may aspire to study engineering, but we still see low numbers of girls choosing this pathway. This is may be due to:

• the impact of stereotypes and bias on confidence
• unequal societal expectations on career pathways

Societal expectations regarding the pathways that learners of different genders should choose may also contribute to this.

Furthermore, the lack of role models linked to low retention of girls and women within this predominantly male dominated pathways is often low. This may be due to factors such as discrimination, lack of provision for those in care roles and the gender pay gap.

These are examples of structural barriers for girls who might have “equal access” to engineering. These barriers are influenced by other parts of girls’ identities and experiences. However, we need to consider which children of different genders are most impacted.

For example, where a White girl might experience sexism and sexual harassment in predominantly male dominated spaces, a Black girl may experience an increased risk of these issues in addition to racism and racial discrimination. Transgender and non-binary learners are also at increased risk of discrimination and harm, as well as disabled learners, lesbian, gay and bisexual learners, care experienced learners and, learners impacted by poverty.

An intersectional lens encourages us to consider the diversity that exists within groups who share characteristics, in order to address these inequalities.

For more learning around these themes you can explore the rights and equalities section of the Inclusion, wellbeing and equalities professional learning framework